Date of Award

5-1992

Degree Type

Thesis

Degree Name

Departmental Honors

Department

Communicative Disorders and Deaf Education

First Advisor

Sonia Manuel-Dupont

Abstract

Because of the ever increasing number of non- (NEP) and Limited- (LEP) English Proficient persons in the United States, the Speech-Language Pathologist (SLP) working in the public school setting is currently faced with the challenge of developing effective strategies for the assessment and identification of bilingual children with communicative disorders. One of the responsibilities of the SLP is to administer tests to children with suspected communicative disorders. However, it is difficult for a monolingual, English speaking SLP to effectively assess the speech and language of a non- or limited-English speaking child because of the language barrier that is present. In addition, there are few or no instruments available to the SLP for assessing the speech and language of children who are not proficient in English. As a result, the SLP in the public school setting is generally not prepared to meet the responsibilities of administering services to these students (Mattes and Omark, 1984). Until a SLP attains proficiency in a second language, he/she must take the responsibility of finding suitable, trustworthy personnel to assist him/her in the assessment and remediation of NEP and LEP students.

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